Page 77 - EL Grade 5 ALL Block Teacher Guide

Grade 5: Module 1: Unit 1
■ Break the word down into syllables and invite students to clap the syllables with you as you say each part. Then invite students to say and clap the syllables chorally without you. This may be particularly supportive for ELLs, because their home language may follow stress patterns that are di erent from those in English.
■ Turn and Talk (using a dictionary or online or paper translation dictionary as necessary):
“What does domain-speci c mean?” (about a speci c topic)
“Now that you know what domain-speci c means, what do you think domain-speci c vocabulary is?” (Domain-speci c means about a speci c topic, so domain-speci c vocabulary means words used about a speci c topic. I may encounter domain-speci c words in a research text about a particular topic.)
■ Write a de nition of the word that students can understand on the board or on chart paper: “about a particular subject.”
■ Turn and Talk:
“What are some examples of domain-speci c words you already know? Consider sports, hobbies, or other activities you engage in that may have speci c vocabulary words that describe them.” (Responses will vary.)
■ Select volunteers to share. As they share out, capture their responses on the board or on chart paper.
■ Think aloud through each column in the front of the vocabulary log to record and analyze the word domain-speci c. Take time with this, as it will model for students the thoughtful and careful way they should ll in their vocabulary logs. Remind students that even though they’re talking about the word domain-speci c and that domain-speci c vocabulary goes in the back of their vocabulary logs, they are recording domain-speci c in the front because it is an academic vocabulary word.
■ As time permits, invite students to work in pairs to brainstorm other domain-speci c words and to record the words on lined paper.
Whole Class Instruction: Re ecting on Learning (8 minutes)
■ Invite students to focus their attention on the ALL Independent Group Work protocol.
■ Turn and Talk:
“Referring to the ALL Independent Group Work protocol, what did your group have success with today?” (Responses will vary.)
■ Select volunteers to share out.
■ Reassure students that they will continue to work with this protocol, and they will get better
at using it over time.
■ Turn and Talk:
“What is one thing you nd challenging about independent reading?” (Responses will vary.)
■ Select volunteers to share out.
■ If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversa-
tion about their challenges:
“Can you say more about that?” (Responses will vary.)
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